职高高一英语教学教案
课 题 Unit 1 Lesson Two The Internet 第 2 课时
学习目标 Reading Training
学习重点 Reading skills 备课执笔 吕师川
学习难点 Reading and Comprehension 修改施教
教具准备 blackboard and tape-recorder 施教日期 2007年 8月 25 日
教师活动及教法 学习内容及知识梳理 学生活动及学法
Greating
and
warm-up Ask some students to make comments on the speech.
Then sum up. I surf the Internet. Ask a student to give a speech on surfing the Internet.
Fast and careful reading
1.Tell the students to read the two questions in pre-reading, then ask them to skim the text, thinking of the two questions and try to find out the answers.
2.Ask the students to read the text more carefully again. Then divide the students into some groups, let them discuss the questions. And ask some representatives to give their opinions, then sum up. 1.
Pre-reading. (skimming)
(1). What do you know about the history of computer?
(2). Do you know how to surf the Internet?
2. Reading. (careful reading)
We are all talking about and using the Internet. But how many of us know the history of the Internet?
Many people are surprised when they find out the Internet was set up in the 1960s.……
At first, only the government used the Internet, but in the early 1970s, universities, hospitals and banks were allowed to use it, too.……
Today, it is easy to get on line and it is said that millions of people use the Internet every day.……
1.Skim the text, get the main idea, think of the two questions, try to find out the answers.
2.Read the text more carefully.
Discuss the questions, then give their own opinions.
Post-reading 1.Ask the students to scan the text and try to find out the details of the exercises.
2.Ask the students to give their answers.
3.Walk around the whole class, correct the students’ mistakes if necessary.
Post-reading. (scanning)
Choose the best answer according to the text.
(1). The Internet has a history of ________.
A. more than fifty years
B. less than twenty years
C. more than thirty years
D. less than thirty years
…… 1.Scan the text and try to find out the details of the exercises.
2.Choose the best answer according to the text.
Summury
and
discussion Divide the students into some groups to discuss the two questions in post-reading.
Ask some representatives to give their opinions and then sum up. Discussion.
(1). What will you do when you surf the Internet?
(2). What do you think the computer can do in our life? Discuss the two questions in post-reading. Give their own opinions.
Homework To apply for an qq number and chat with others by the qq.
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3 Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
Unit 9 Lesson 34 The West Lake
ⅠTeaching contents
Lesson 34 “The West Lake”
Ⅱ Teaching aims and demands.
1. Teach some useful words and phrases about introducing some places. And make Ss be able to use them properly.
2. Improve the Ss’ reading ability.
3. Get the Ss to learn sth. about the west lake.
4. Get Ss to learn how to describe a tourist attraction.
5. teach Ss to love our hometown and motherland.
Ⅲ Teaching important and difficult points
Teaching important points:
1 Improve the Ss’reading ability.
2. Get Ss to grasp some useful expressions and to be able to describe some tourist attractions.
Teaching difficult points:
1. Make Ss have a discussion in groups of four and improve Ss’ ability of Speaking.
2. Make Ss try to describe some tourist attractions.
Ⅳ Teaching procedures
Step 1 Lead-in
T: Do you like watching any TV plays?
(Show Ss some stills of TV play “The Romaunt of the Hero Who Shoot Vultures” and talk about Zhoushan. Learn how to introduce the location, landscape, weather and attractions.
Show Ss some pictures of places of interest , revise them and lead into the text “The West Lake”. Step 2 Scanning
T: The west lake is one of the most tourist attractions in China. Today we’ll learn Unit 9 Lesson
34”The West Lake”
Let Ss go through the text quickly and find out the following subjects included in the passage.
climate location landscape people history
culture size sports products art
Listen and Find out the main idea or the topic sentence in each para.
Para 1 Its location ,area and three sides
Pare 2 he West Lake has been well-known for its scenery
Para 3 The West Lake ,a pearl in Hangzhou will shine in China forever
Para 4 The West Lake is one of the most famous tourist attraction in China
Para 5 Stories about the West Lake
Step 3 Careful reading
Read each paragraph carefully , and do the following exercises.
Para. 1
Q1:What did Marco Polo think of Hangzhou?
He called Hangzhou the most charming city.
The West Lake is one of the most famous tourist attractions in China.
Language points:
Charming city, tourist attraction
Para. 2
Let Ss read the para. and fill in the blanks.
Location: ______________________( in the west of the city)
Area: ___________________________ (6.03 square kilometers)
Three sides: ______________________ (is surrounded by hills)
What does the word “them”(L5. Para.2) mean?
(Location, area, hills on three sides.)
Language points:
be surrounded by, make up
Para. 3
1.Why is Hangzhou called “Xizi”?
Enjoy a Chinese poem《饮湖上，初晴后雨》
2 Why is the West Lake really a great wonder of the nature?(D)
A.Because of green hills.
B.Because of flowing water and fish.
C.Because of old bridges.
D.All of the above.
3 The West Lake is a great attraction to tourists only in spring.( F )(Let Ss enjoy the west lake in all seaons)
Language points:
1.Which sentence has the same meaning as that of the word “wonder”in the text?
A I wonder if she knows we’re here. （V. 想知道）
B She wondered at the tall buildings and crowded streets. （ v. 对…感到惊讶）
C The Great Wall is one of wonders in the world. ( n.奇迹，惊讶，惊叹)
D The students wondered when they would go for an outing . ( v. 想知道)
2,compare… to… , be well known for, a great wonder of nature,ect.
Para. 4
1. What stories are used in the text?
2.LeiFeng Tower was not in a good condition for more than half a century.(T )
It was ruined in 1924 and rebuilt in 2001.
3. Why does the writer use the stories?
It can add the colour of _________to the West Lake.They can also show away of its_______. Besides,
stories passed from generation to generation make the lake more_________.(Try to make answer the question easily.)
Language points:
from generation to generation, add the color of romance to…, be imprisoned by ,
Para 5
Why is the West Lake so popular?( D)
Which is not the reason for the popularity with the West Lake?
A. Because its scenery is very charming.
B. Because the stories about the West Lake passed and its culture.
C. Because many activities are successfully held in the city to make it more attractive.
D. It’s one of the longest lakes in China.
Language points:
There’s no doubt that …
Step 4 post reading
Enjoy some landscapes of the west lake.
Let Ss read the whole text and fill in the blanks,
Step 5 Discussion
Show Ss some pictures of places of interest in Rui’an. Let Ss Discuss “How can we attract travellers come to Ruian?” in groups. Then let several Ss introduce Rui’an in class as guides. Step 6 Homework
1 Read the text fluently
2 Write a short passage about Rui’an.
职高高一英语教学计划 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
平江职校2016-2017上学期 高一英语教学工作计划 谢琨 寒来暑往，夏去秋至，转眼又迎来了一个新的学期。这学期学校安排我担任高一1633财务，1637计算机，1617电子班3个班级的英语教学工作。心里非常忐忑，入职前，我虽然在物流学院文教授过文秘英语及新潮英语等课程，但面对职高课程，我有些不知所措，只能摸着石头过河，因此这一年老师和学生都要为之付出更多。总之，新学期、新面孔、新环境、新状态，为了更加出色地完成新的工作，我特制定如下这份新的计划： 一.指导思想 以学校和教研组工作计划为核心，以考试大纲，课标要求为依据，科学全面地展开高一年级英语教学工作，从巩固基础入手，对模块简单知识进行巩固和提升，切实提高，财务，电子和计算机专业学生的英语水平，在学生已有的基础上，形成更有效的英语学习策略;培养学生的综合运用语言的能力;特别注重提高学生用英语进行思维和表达的能力以及理解、分析和阅读的能力，为来年难度更大的英语模块学习做准备。坚持“夯实基础，狠抓双基，改进学法，激发兴趣，提高能力”的指导思想，稳扎稳打的把英语教学工作进行到位 二.考试大纲要求 对口高考的英语试题主要侧重考查学生的基础知识和综合运用英语的能力，而且考纲中明确规定所有专业共考基础模块、拓展模块教材内容课程的教学内容由基础模块、职业模块和拓展模块三个部分构成。高一阶段为基础模块的内容基础模块是各专业学生必修的基础性内容，教学时数为128～144学时。 三.学情分析 一、情况分析：
1. 本学期我担任的是高一1633财务，1637计算机，1617电子班3个班级的英语教学工作。三个班级人数分别为54，50，47人，班额较大，除财务班基本上都是女生，基本功相对较扎实，学习积极性很高，课堂氛围较活跃之外，其余两个男生占多的班级英语基础差，学生缺乏学习的主动性性，学习习惯不良，一部分学生上课总是不能投入到课堂教学中，不能在上课的时候认真记笔记。所以总体来说城关学生和农村学生水平相差大，财会班和电子/计算机班存在学习成绩两极分化现象。 2. 《英语（基础模块）》是紧密结合中等职业学校教学实际和学生实际编写的。其中第一册面对中职学生基础实际，低起点起步，归纳复现初中英语基本语言基本知识和能力。本册教材10个单元，每个单元由“Lead -in”“ Listening and S peaking”“ Reading and Writing”“Language in use”和“Unit Task ” “Language in use”“ pronunciation practice”“Self-check”“Life and culture”八大板块组成。其中话题围绕着学生的生活实际来展开。如：Greetings, I can do it, How much is it等。 四、教学工作目标： 教学目标是打好基础，掌握基本知识点，本学期计划完成《英语（基础模块1）》所有单元，其中包括10个单元的重要的表达法，新的词汇以及听力阅读语法写作等内容。具体工作进度见附表一。 五、基本措施： 1．认真研究新课程标准，尤其与旧大纲不同的地方，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究高教版新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。 2．认真备课，书写教案，研究教材，备教法，因材施教。集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高。 3. 狠抓单词、短语、句型记忆。我们通过“二次反馈”模式进行复习，具体操作方法如下：学生自记单词（组长负责）——首次听写单词——纠错单词、查缺补漏——摘录并记忆短语——生挖掘重点句型（教师予以补充
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
高一英语教学计划 一、全面做好初高中衔接工作 初中学段属于义务教育，而高中学段则不然，二者在教学对象、教学内容、教学要求、教学方式和学习方式方面均存在着一定的差异。因此，帮助高中学生了解这些差异，引导他们尽快适应高中的学习与生活，是摆在新学期高一教师面前的迫在眉睫的任务。具体来说高一教学要搞好三个衔接，做好六个到位。 1. 搞好三个衔接 1) 知识衔接（词汇补充、语法回顾）。在开新课之前，拿出一周左右的时间搞好高初中之间的词汇衔接和语法衔接，为开新课做好准备。或者在学习新课的过程中的，穿插进行知识的衔接，做好计划，抓好落实，以新带旧，温故知新。 下面提供的是高一上学期开学之初一周的初高中衔接工作计划，以供参考。 时间安排：一周左右 课时安排： 第一课时：音标（安排在第一单元教学之前）。目的是培养学生的拼读单词和自学单词的习惯和能力。 第二课时：词类与句子成分（安排在第一单元教学之后）。例句必须经典、简练、上口，以学生易于熟悉记忆与再现为准。 第三课时：语法线索：在整体梳理初中所学语法现象的基础上，以一段“自我介绍”涵盖初中主要的语法内容。 第四课时：教材编排特点分析、学习要求和学习方法指导。 另 外，在其中可以穿插一些小型测试（如词汇测试等）、写作或阅读等内容。 2) 学习方法衔接。 3) 心理辅导衔接 2. 做好六个到位 1) 基础知识到位，注重知识积累。
作为基础年级，夯实基础知识是非常重要的，基础知识不牢固，培养能力就无从谈起。在日常教学中，要立足课本，积累知识，夯实基础，采用起点低、密台阶、小步子的策略，使学生对语言知识彻底理解，准确记忆。 2) 了解学情到位 对于学生学习英语的兴趣、程度、学习方法、学习习惯，我们都应了解清楚，为下一步进行高中英语教学做准备。 3) 活动到位 在课堂教学中，对于每一个教学环节的设计，我们都应注重学生的活动，学生动口、动手、动脑的活动，以达到师生互动、生生互动的良好效果。考试活动也要到位，适时地对所学知识进行测试并进行合理评价，以达到激励学生的目的。 ) 重视阅读教学，拓展学生视野到位 在教材不唯一的前提下，英语老师手中的教材也不应该是唯一的，学生学到的知识也不应该是单调的。英语老师手里起码应该有多种版本的教材，在教学过程中，起到一个互为补充的借鉴作用。除此以外，我们更应发挥英语报刊、杂志、网络的优势，进一步加大阅读材料的输入，拓展学生的视野，提高他们学习英语的兴趣和热情。 5) 因材施教到位 高一学生的英语水平参差不齐，这就要求我们高一英语教师在教学中做到因材施教。在备课的环节中，要考虑不同层次学生的需要，设计不同层次的活动和题目，让他们在课堂上都能活动起来，都有事情可做。课外辅导方面，针对不同的学生采用不同的方法，使他们都能形成自己独立的学习方法。“让优等生深化学习吃得饱，让中等生全面学习吃得好，让学困生侧重学习吃得了”。总之，关注两极分化，避免过早分流和掉队，帮扶工作从高一就应着手排查，措施应得当，不能浮在面上，还要全面，既有知识上的，也要有学法、心理层面上的帮扶，课内课外都要关注分层教学。 6) 能力培养到位。 能力培养包括思维能力和记忆能力。基础年级阶段夯实基础知识的同时，还要注意培养学生运用英语进行思维的能力、运用英语解决实际问题的能力。要培养他们识记词汇的能力、阅读的能力、做题的能力、交际的能力等等。 二、优化使用教材及学材 1.研究并理解好教材各栏目的编写意图，变“教教材”为“用教材教”。 教材是“课标”的具体表现，是学生学习的“蓝本”。我们对新教材不习惯，是因为新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去
高一英语期末测试题（2015——2016学年度下）时间：2016.6.19 命题人：白智敏王晓峰 一．.词组互译。（1*20=20分） 1.等候，等待 11.take it easy 2.是否 12.lose one’s temper 3.不知道 13.in anger 4.放弃 14.on purpose 5.使某人想起某事 15.The Olympic Games 6. 燃放，出发 16.be good at 7. 挂起来 17.keep on 8. 与…分享 18.each other 9. .尽快地 19.get ready for 10. 指着 20.dress up 二．选择题。（1*20=20分） 1. The bus_________ people. A is full of B is fill with C full of D filled with 2. We _________our teacher. A agree to B agree on C agree with D agreed to 3. Computers are ____________popular in our daily life. A more and more B less and less C more and less D less and more 4. He is not a teacher________ a writer. A or B and C but D so 5. They make you _______and feel happy. A smile B to smile C smiling D smiled 6. He kept on__________ today morning. A reading B read C to read D read to 7. Could you help me sweep ______the snow? A in B on C to D out 8. There are some trees ______both sides of the road. A on B to C in D with 9 .My teacher speaks loudly ________everyone can hear clearly. A such that B so that C such…that D so….that 10. The fans ran to the pop star ________gave him the flowers. A and B so C or D but 11._________I got home, he was having supper. A for B when C before D after 12. It is about 20 minutes’walk ______our school to the station. A from B of C with D about 13. ______is the man over there? ——He is our English teacher. A why B when C where D who 14. The earth_______ round the sun. 页脚.
职高高一英语上学期教学计划 颜风杰 一、指导思想 学生在小学、初中已经接触过英语，但学生以前英语就不好，到了初中后段时期，大部分同学都对英语失去了兴趣、失去了信心，造成英语学习积极性很低。所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心、克服困难。除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划的上好课。 二、教材分析 本套英语基础模块第一册公分十二个单元，每单元都有综合阅读、语言学习、综合语言技能和单元小结等四部分组成。每一部分都精心安排了各种活动任务，循序渐进，由简单到复杂。各个单元的话题都是非常贴切学生生活与学习的话题，并且把各种语言活动设置在真实的职业场景中。各种形式丰富的练习活动，对于训练学生听书、说、读、写的能力非常有帮助。 三、学情分析 本届高一新生英语水平参差不齐，有的有一定的基础知识，有的学生就相当于零基础。很多同学字母还不能书写规范，语音有许多需要纠正的地方。另外，学生在情感态度和学习策略方面还存在很多需要解决的问题。例如，很多同学对英语根本没有兴趣；有的同学有一定基础，很想学好英语，但是觉得非常困难，不知从何下手，没有良好的学习习惯。 四、教学措施 由于学生基础水平差，甚至是零基础。在高一年级的英语学习中应该侧重英语基础知识的学习。对此我设定了以下措施： （一）注重发音教学，加强语音教学的趣味性 语音是语言的基础，学好语音不但有利于正确地以声音的方式表达思想，而且对词汇的学习和记忆大有帮助。所以，教师如何讲解44个音素的发音要领和发音比较，让学生掌握发音规律，并且要采用多种教学方法和充分利用多媒体，让学生感到英语学习的趣味性，增强教学效果，就显得尤为重要。还可以选用英语歌曲、名言、谜语、绕口令以及小故事等，让学生在快乐中学习，提高课堂效率。 （二）注重口语交际运用
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
高一上学期英语教学计划 如何激发学生学习英语兴趣呢?高一教师快来制定教学计划吧!下面是 我收集整理关于的资料，希望大家喜欢。 一. 教材分析 教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，最大限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。 二. 教学目标 1、使学生明确学习英语的目的性, 发展自主学习的能力和合作精神; 2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习; 3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能
力。 4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。 三.学生现状分析 针对我所带的班级高一5，6班学生生员构成复杂，大部分来自农村，远到王坟，庙子，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。指导思想是坚持“狠抓双基，改进学法，激发兴趣，提高学习英语的能力”。 四. 工作措施 1、继军训后结合学生初中英语实际状况，用两个星期复习初中教材，为平稳向高中教材过度奠定基础，梳理初中知识，配发相应练习，通过习题讲练，激发学生对新知识的求知欲，顺利进入新教材的学习。 2. 为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于新课教学中。 4、认真研究新课程标准，尤其与旧大纲不同的地方，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
Unit2 My Duties Period 1 Warning up & listening & speaking AB Teaching aims: Knowledge and ability: students will be able to understand and express their duties and responsibilities. obtain key information during listening activity and use the useful expressions to talk about health and safety rules. Process and Method: Students will learn to be cooperative by group or pair work; use note-taking strategy and repetition strategy; and develop the communicative competence. Emotion, Attitude and Value: Students will be interested in this unit, build confidence in speaking English; consolidate their duties in future work;. Difficult points: To appreciate and understand the proverbs about duties and responsibilities and students can express their own opinions on the topics. Teaching contents: key words and phrases Teaching procedures Step1: Lead in : to arise the students’ interest by paying attention to the free questions. Free talk Do you know your duties now? Do you know your responsibilities now? Do you want to know the duties and responsibilities in future work? And how can you know the points? If you can’t answer the last question, let’s find the answer in this unit. Step 2 Pre-task: To make the students curious about the duties of the different occupations. 1. Read the four information, and try to give the occupation each piece of information. 2. Match the information with the occupations. Cashier: He receives cash from customers
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固
运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。
高一下学期英语教学计划 一、指导思想 以学校、年级、科组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一新生普遍英语底子差，基础薄的实际，坚持“务实基础，狠抓双基，改进教法，激发兴趣，提高能力”的原则,长期不懈地抓好学生学习英语的兴趣和习惯。 二、教学总目标 完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神. 学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读懂简单英语，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。 三、学情简要分析 今年我校高一年级共有六个班，两个国兴班，四个普通
班。学生整体英语水平较低，普遍英语底子差，基础薄。我担任6班和4班的英语老师，这两个班分别是文科的普通班和理科的普通班，基础相对较差，并且学生的成绩参差不齐。 四、教材简要分析 本学期完成英语模块必修（3）和必修（4）两个模块。共10个单元内容。 具体安排：对于10个单元，每一单元用10课时，课本的学习可以这样进行： 1.warmingup和vocabulary一个课时； 2.Reading和languagepoints四课时； 3．Discoveringusefulwordsandexpressions一课时； 3.Discoveringusefulstructures二课时； https://www.doczj.com/doc/cc3753341.html,inglanguage一课时； 5．writing一课时； 五.具体措施和工作要点 1、做好初高中英语知识点的衔接工作 为了高中阶段的英语教学可以比较顺利的展开,使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短语、句型、语法分插于10个单元的新课教学中。 2.英语学习方法的指导和学习习惯的培养
职高高一英语试题（外研社）(Ⅱ) 一．Match the words with their meanings. 15% A 1．Beautiful A. many 2. nice B. good-looking 3. all over the world C. around the world 4. a lot of D. drive somebody to a place 5. give somebody a ride E. good and friendly B 6. library A. 教学楼 7. workshop B. 篮球 8. dining hall C. 办公楼. 9.office building D. 食堂 10. student apartment E 图书馆 11.teaching building F 车间 12. playground G 学生公寓 13. basketball H. 操场 14. a tour guide I 从周一到周五 15. from Monday to Friday J 导游 二．Fill in the blanks with the words and expressions in the box. 10% 2.The weather report it usually___________ 3.You have a good idea. I’ll take your ________. 4.It’s a _________ day. Let’s have a walk in the sun. 5.Let’s go to the park. The air after the rain is so __________. 6.Look, it is _________. It’s going to rain. Let’s take our raincoats. 7.Don’t drive on a ________ day. You can’t see the road clearly. 8.It is very dangerous to drive on a _________ day. 9.Money is _________, but we don’t live for money. 10.He always goes to work on ___________. 三．Choose the best answer. 20% 1.I like your class. You _____________ a very good teacher. A. is B. are C. am 2.There ____________ a lot of trees in my hometown.
如何激发职高学生学习英语的兴趣 在英语教学实践中，我了解到开展职高英语教学的难度和存在的问题。因为中职学生英语基础极差，学习的积极性不高，缺乏自信心，学生的两极分化现象严重。由于进校的目的不同，他们基本上没有学习的愿望。因此英语教和学的各项实践活动极难开展，他们常处于被动学习应付状态。针对上述情况，作为英语教师，如何花时间和精力去调动学生的学习积极性成了当务之急。针对职高学生的特点和职业教育的特性，我认为职高英语教学应重新重视入门教学，这对于增强学生的自信心，培养学习的持久性等方面都具有重要的作用，我们可以通过兴趣激发、情感投入及调动主体参与方式，培养学生的学习兴趣，提高学习效率。 一、趣激发法1、激发兴趣，消除顾虑，让自信陪伴每个学生教育学家乌申斯基说：“没有兴趣的强制性学习，将会扼杀学生探索真理的欲望。”我们现代的教育实践也充分说明培养良好的兴趣是减轻学生负担，促进学生人格健全发展的重要环节。可以说，没有兴趣就没有求知欲。 无论以前的初中还是现在的小学，当学生初学英语时，兴趣都很浓厚，但随着学习难度的不断增加，语法不懂，单词记不住的现象时有发生，甚至有些学生连音标都有不会的现象也屡见不鲜，渐渐地这些学生失去学习英语的信心，产生畏难情绪，甚至放弃学习英语的念头也产生了，因此到了职高阶段，重新激发学生的学习兴趣就成了重中之重的问题。激发兴趣的第一步是鼓舞学生的士气。 为了树信心，老师不能急于求成，要有耐心，从最基本的知识点开始教学，而且丰引导学生读记单词时必须教给一定的拼读规则，对于有点进步的学生在课堂上应不断予以表扬和鼓励，强化他们的学习积极性。巩固了基础后，要求教师必须
普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩
Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.